Exploring environmental sustainability in UK and US dental curricula and related barriers and enablers: a cross-sectional survey in two dental schools

Introduction Very little is known about the knowledge and attitudes of dental students and educators regarding environmental sustainability in dentistry (ESD), the presence of ESD in dental curricula, and barriers and enablers to embracing ESD in dental education. Methods A cross-sectional survey using piloted online questionnaires for students and educators was carried out at the Institute of Dentistry, Queen Mary University of London and at Harvard School of Dental Medicine. Data analysis included descriptive statistics and thematic analysis. Results ESD does not exist formally in the dental curricula at either institution. Despite poor knowledge, students and educators had very positive attitudes to embracing ESD in the curricula. The most noted barriers were lack of knowledge about ESD, lack of time for preparing ESD content, lack of ESD educational materials and infection control regulations. Enablers included embedding ESD in UK and US dental education standards, having institutional backing and support in terms of providing training, educational materials, capacity and incentives, as well as adopting a critical evidence-informed approach in reforming current infection control regulations. Conclusions Dental education and infection control regulatory bodies, as well as dental institutions, can embed ESD in UK and US dental curricula by supporting the implementation of identified enablers. Key points While environmental sustainability in dentistry (ESD) does not exist formally in dental curricula, students and educators are greatly interested in it. Major barriers to embracing ESD in dental curricula include lack of knowledge about ESD, lack of time for preparing ESD content, lack of ESD educational materials and current infection control regulations. Main enablers include offering 'teach the teacher' training courses to educators, providing ESD-related learning outcomes, creating capacity for educators to work on embedding ESD, lobbying regulators to include ESD as a mandate in dental education, providing institutional backing and carrying out relevant policy reforms.